A Study On The Effects Of Blended Learning In Senior High School English Reading Teaching

Reading plays a significant role in senior high school English teaching,which accounts for a large proportion in the college entrance examination papers,and determines the development of high school students’ English comprehensive abilities.However,at present,English reading teaching in senior high school is not optimistic.Most teaching still uses the traditional model whose form is single,leading to teacher’s input is not equal to students’ harvest,and the expected results have not been achieved.This paper applied the blended learning to senior high school English reading teaching,and discussed the effect of blended learning on senior high school students’ English reading learning.As a new term,blended learning refers to the teaching model that is “online + offline”teaching formed by combining the advantages of online teaching and traditional face-to-face teaching,which not only avoids the disadvantages of traditional classroom teaching,but also makes up for the deficiency of network teaching to truly stimulate students to learn initiatively,improve their learning ability and proficiency.The theoretical foundations of blended learning are constructivism theory and humanism theory.Constructivism theory holds that teaching is student-centered,emphasizing students’ active exploration of knowledge,positive discovery and construction.Humanism theory emphasize student-centered.Teaching is expected to create an environment for students to encourage students to study actively and pay attention to the development of students’ emotion,interest and motivation.Therefore,these two theories provide a theoretical basis for the study of this paper.Blended learning was applied in this paper to senior high school English reading teaching to try to answer the following three questions:(1)What are the changes of senior high school students’ attitudes towards English reading by applying blended learning?(2)What is the effect of blended learning on senior high school students’ English reading proficiency?(3)What effects does blended learning have on senior high school students’ English reading autonomy?The researche carried out a teaching experiment lasted for 16 weeks.100 students of two parallel classes in the first year of a senior high school in Weifang city,Shandong province are the research subjects.There were 50 students in the experimental class and the control class respectively.Before the teaching experiment,their overall level of English and reading in both classes were equivalent.The traditional face-to-face teaching was adopted in control class,and the blended learning was adopted in the experimental class.The research instruments were questionnaires,pre-test and post-test,and interview.This paper used SPSS25.0 to analyze all collected data.Besides,this paper provides a qualitative analysis of the interview results.It was found that blended learning played a positive role in students’ English reading in high school.The students in the control class and the experimental class perform diffenently in English reading attitudes,proficiency and learning autonomy.Experimental students were superior to control students in attitudes learning,achievement and autonomous learning.Therefore,blended learning has a positive effect on high school students’ English reading learning.